Lesson video

Hi everybody, it's Ms. Gardner.

Thank you so much for joining in our lesson today from our unit: A non-chronological report on King Tut.

I hope you're enjoying learning all about this fascinating man's life, and I am looking forward to today's lesson because we are going to be doing some writing.

So let's get going.

In today's lesson from our unit: A non-chronological report on King Tut, we're going to be using our plans from the previous lesson to help us write our section all about King Tut's life.

So your learning outcome is, I can write a detailed paragraph about the life of King Tut.

Let's start by looking at the keywords.

We'll do my turn, your turn.

Text flow Subheading, compound sentence, complex sentence, and fronted adverbial.

Let's have a look at what these mean.

Text flow is how a text is written to keep the reader engaged.

A subheading is a word, phrase, or sentence used to introduce part of a text.

A compound sentence is a sentence formed of two main clauses and a co-ordinating conjunction.

A complex sentence is a sentence formed by at least one main clause and a subordinate clause, and a fronted adverbial is a sentence starter followed by a comma.

So there are two sections of the lesson today.

In the first, we are going to be preparing to write, and then in the second part, we'll be writing this section.

So let's start with preparing to write.

Our non-chronological report can be structured into four sections.

An introduction.

Section 1, all about King Tut's life.

Section 2, all about King Tut's death, and then a conclusion.

In today's lesson, we are writing Section 1 using our plan.

So when we write, we always try to do these things: Plan and say each sentence before we write it.

Use punctuation where we know the rules.

Showcase each sentence type that we know, so simple, compound, complex.

Write letters neatly on the line in joined handwriting.

Use spelling strategies to spell words accurately, and check and improve our writing when we think we have finished.

So let's start by looking at our plan for Section 1 'cause we're going to use this plan to help us structure our writing.

When we wrote our plan, we didn't use full sentences.

Today, when we are writing, we will need to use full sentences.

So we had as our subheading, "What was King Tut's life like?" Then our key points that we included were, became Pharaoh when he was nine years old.

Heir to the throne/came to power when his father King Akhenaten died, known as the 'Boy King.

' So these were all facts about when he became king.

Then, we wrote some more facts about the changes he made when he was king, he had a team of advisors to help him make big decisions.

He changed religious beliefs from monotheism to polytheism, and he changed his name from Tutankhaten to Tutankhamun 'cause he wanted to distance himself from his father.

So these are all facts about the changes he made as king.

This section needs to include the following for text flow.

We'll need to write a subheading to introduce the section.

We'll want to include detailed and specific facts about King Tut's life.

Subject-specific vocabulary, fronted adverbials, so formal fronted adverbials, and viewpoint fronted adverbials, both of which are on your plan, and a range of simple, compound, and complex sentences.

So let's think now about saying our first sentences of this section, and we're going to use the plan to help us.

The first points we want to talk about are when he became Pharaoh, when he was nine years old, and how he was heir to the throne, or how he came to power when his father King Akhenaten died.

So we're going to use this sentence scaffold to help us.

I'm going to say it now, and I'm going to say the word blank, and then you're going to have a go at saying these sentences, filling in the missing blanks.

Tutankhamun became, blank, after his father King Akhenaten died.

As heir to the throne, at only nine years old, he is one of the, blank, leaders the world has ever seen.

So pause the video now, and using the bullet point notes fill in the missing blanks to say full sentences.

Off you go.

Welcome back, everybody, let's say these sentences together.

Tutankhamun became Pharaoh after his father King Akhenaten died.

As heir to the throne at only nine years old, he was one of the youngest leaders the world has ever seen.

Well done, everybody.

That would be an excellent start to this section on King Tut's life.

So now let's think about using a fronted adverbial from the plan.

I want to now mention the fact that he was known as the 'Boy King,' and I'm going to introduce this fact using the viewpoint fronted adverbial, "Interestingly," because I think that's a really interesting fact.

So let's now say the next sentence out loud.

And you're going to use a viewpoint fronted adverbial from the plan.

So we are going to introduce the fact that he's known as the 'Boy King' using a viewpoint fronted adverbial, and you have a sentence scaffold to help you.

Blank, King Tut was known as the 'Boy King' because he was so young when he began ruling over Ancient Egypt.

So pause the video now, and have a go at saying this sentence out loud, off you go.

Okay, welcome back, let's say this sentence together, and I wanna hear everybody saying really loudly the viewpoint fronted adverbial at the start.

Interestingly, King Tut was known as the 'Boy King' because he was so young when he began ruling over Ancient Egypt.

Great job, everybody, well done! Let's have a look now at compound sentences.

A compound sentence is formed of at least two equally important main clauses joined together with a co-ordinating conjunction.

So, in a compound sentence, you have main clause, co-ordinating conjunction and, or, but, and another main clause, these join together to form a compound sentence.

So let's look at two main clauses that are equally important.

We'll know that they are main clauses if they make sense by themself.

King Tut made some significant changes to Egyptian society.

That's a main clause, it makes sense by itself.

He had a team of advisors to help him.

Main clause, because it makes sense by itself as well.

So these two ideas can be joined into one compound sentence with the co-ordinating conjunction, and, let's have a look.

King Tut made some significant changes to Egyptian society and he had a team of advisors to help him.

So that's an example of a compound sentence we could use in this section, using the co-ordinating conjunction, and.

So checking for understanding, which of the following is a compound sentence? A, When he was nine years old, King Tut became Pharaoh.

B, King Tut became Pharaoh at nine years old and he was known as the "Boy King, or C, King Tut became Pharaoh at nine years old.

Pause the video now.

That's right, it is B.

In this compound sentence, we have a main clause, co-ordinating conjunction, and a second main clause.

A, when he was nine years old, is a subordinate clause followed by a main clause.

And C, is just one simple sentence.

Well done, everybody.

Let's now look at complex sentences.

A complex sentence is formed of a main clause stretched with an adverbial subordinate clause that starts with a subordinating conjunction.

So let's have a look.

We have a main clause, subordinating conjunction, subordinate clause, and these will form a complex sentence.

Remember, that a subordinate clause, an adverbial subordinate clause does not make sense by itself, it has to be joined with the main clause to make sense.

So let's look at a main clause and an adverbial clause.

King Tut changed his name from Tutankhaten.

That is a main clause because it makes sense by itself.

Because he wanted to distance himself from his father King Akhenaten, that's a subordinate clause because it doesn't make sense by itself, and it starts with the subordinating conjunction, "because." The first idea can be stretched with the second idea to make one complex sentence, let's have a look.

King Tut changed his name from Tutankhaten because he wanted to distance himself from his father King Akhenaten, "because" is our subordinating conjunction in this complex sentence.

We could add some extra detail, though, to make it even more ambitious.

Interestingly, King Tut changed his name from Tutankhaten because he wanted to distance himself from his late father King Akhenaten.

Interestingly, is a viewpoint fronted adverbial, showing to the reader that, I think this is an interesting fact, and late is a factual adjective.

His late father, means his father who has died.

So this is just another example of a complex sentence we could be using in this section.

Let's check for understanding, true or false? This is a complex sentence: When King Tut was in power, he made some significant changes to Egyptian society.

Pause the video now.

That is true, well done.

Can you use A or B to justify your answer? A, the main clause is stretched with this adverbial subordinate clause that starts with the subordinating conjunction.

Or B, a complex sentence contains one clause only.

Pause the video now.

That's right, it is A, well done, everybody.

Okay, it is time for Task A.

You need to say the first two sentences of Section 1 about King Tut.

We want to say our sentences out loud so we can hear that they make sense and check that they make sense before we write them down.

So can you include the following? A compound or a complex sentence.

Two specific facts about the life of King Tut and when he became king, and a fronted adverbial of your choice.

So make sure you're using your plan to help you with this.

And pause the video now, and have a go at saying these sentences.

Okay, welcome back.

Just have a think about the sentences you just said.

Have you included a compound or a complex sentence? Are your facts specific? And did you include a fronted adverbial? I'm gonna say my sentences out loud now.

You can either say them along with me or be listening and checking to see if I've included those three points.

"When his father died, Tutankhamun became Pharaoh of Ancient Egypt.

He came into power at only nine years old and he was known as the 'Boy King.

' Interestingly, King Tut changed his name from Tutankhaten because he wanted to distance himself from his late father King Akhenaten." So did I include a compound or a complex sentence? "When his father died, Tutankhamun became Pharaoh of Ancient Egypt," is a complex sentence, So yes, I definitely included one of those.

But you can see my latest sentences are also a compound and another complex sentence.

Are my facts specific? I said about how, "He came into power only nine years old and how he changed his name from Tutankhaten," so these are specific facts.

And my fronted adverbial, I used the viewpoint fronted adverbial, "Interestingly." Okay, so I hope that was really useful.

If you need to, you can pause a video and have another go at saying these, your first sentences.

Otherwise, really well done.

It is now time for the second section of our lesson where we are going to be writing this section.

This is the success criteria that we are going to use to help us with our writing today.

Let's just go through it.

I have written a question as my subheading and underlined it.

I have written detailed facts about King Tut's life.

I have written a compound and a complex sentence, and I have used at least two fronted adverbials.

So this will be really useful for us when it comes to writing, so we know how to structure our section.

So now, I am going to write the subheading and the first few sections about King Tut's life.

And you will help me check that I've used the success criteria.

So you can see, I started by sticking in my success criteria, and I've written my subheading, "What was King Tut's life like?" Making sure I have capital letters for the names and a question mark at the end because it's a question.

Then my first sentence started after an indent.

"Tutankhamun became Pharaoh after his father King Akhenaten died, full stop." I'm saying my sentence out loud just to check it makes sense after I've written it.

Now, let's move on to our next sentence.

"As heir to the throne, comma," that's a subordinate clause, so I know that that doesn't make sense by itself.

So I need to join it to a main clause to make it a complete, complex sentence.

So I want to say about how he became king at the age of nine.

So, "As heir to the throne, comma, he becomes king at only," and I'm gonna say, "only" to emphasise just how young, he was at only nine years old." This is the end of my sentence.

So what do I need, everybody? I need a full stop, well done.

Let's just read it back out loud to check it makes sense.

Capital letter at the start, I've got that.

"As heir to the throne, comma, he becomes king at only nine years old." Okay, I can hear that I've made an error there with my tense.

This was thousands of years ago in the past, so I don't want to be writing in present tense right now, I need to write that in past tense.

"He became king at only nine years old." And that was really interesting, wasn't it? Because he was so young, he had to have people to help him.

What were those people called who helped King Tut make decisions? They were called his advisors, well done! So, "King Tut," what do I need to remember when I'm writing King Tut? It's his name, that's a proper noun, so it needs to have a capital letter, well done.

"King Tut had," remembering past tense, "had a team of advisors to help him make big decisions." And I want to build on this with a subordinating conjunction, "because" "to help him make big decisions." Why? Because he was so young.

I don't think I would've been able to make such big decisions like that when I was only nine years old.

So I think a team of advisors were there to help him, "because he was so young." How do I finish the sentence, everybody? I need a full stop.

Even though I said that in quite an excited way "because he was so young" I don't want to use an exclamation mark because we are writing a non-chronological report and we use formal language and formal tone.

Let's just read back to check this makes sense, and if there's any errors.

"King Tut had a team of advisors to help him make big decisions because he was so young." Ooh, my spelling of young doesn't look quite right.

I'm gonna have a look at my plan to see if it's on there.

It isn't, but I remember that when I spell young, there is a silent O before the U.

So I'm just going to rewrite that again, okay? Now I know for text flow, it helps to have a range of sentence types, so I'm going to use a simple sentence now.

And I want to say that how he made some significant changes, I'm gonna introduce the changes he made to society by using a simple sentence.

He made some significant changes to Egyptian society.

"He made," hmm, maybe, instead of calling him "he," I can refer to him in a different way.

We know he was known as the 'Boy King,' so I'm actually going to change, "he" to the 'Boy king.

' "The 'Boy King' made," significant changes, Important changes, big changes, I'm going to go for "significant," "significant changes to egyptian society." And it's a simple sentence, It makes sense by itself, so I'm going to have a full stop at the end.

"The "Boy King' made significant changes to egyptian society." Ooh, I wonder if anyone can spot the mistake I made? Egyptian is a proper noun because it's for Egypt and that's a place.

So what do I need to use? I need to use a capital letter, well done.

Okay, what was the first big change he made? He changed the religion back to polytheism, didn't he? That's a really interesting fact.

I'm going to introduce this fact using the viewpoint fronted adverbial, "Interestingly." Interestingly, is a viewpoint fronted adverbial.

So what needs to follow this? We need a comma, well done! "Interestingly, he changed the religious belief, religious belief back," because his father had changed it to monotheism, but King Tut changed it, "back to polytheism." Now I could end it there, but I want to explain how that was actually a really popular decision in Ancient Egypt, at the time.

So I'm going to say, "and this was a very popular decision." That's the end of my sentence, so we need a full stop.

Okay, let's just read back and check it makes sense.

"Interestingly, comma, he changed the religious belief back to polytheism and a very popular decision." Ooh, 'and a very popular decision," that doesn't make sense.

And we know that in a compound sentence, it needs to be two main clauses that both make sense by themself.

So let's just check this.

"And a very popular decision." We need a verb, so, "and this was a very popular decision." Now we have two main clauses, which makes sense.

And we have the coordinating conjunction, "and," so we have a compound sentence.

I'm going to finish this now, you'll go off.

When you go off and write this section, you'll be able to write even more about how he changed his name because he wanted to distance himself from his father.

So let's just go through the success criteria.

Have I written a question as my subheading and underlined it? I have, I can give myself a tick.

Have I written detailed facts about King Tut's life? I did, I spoke about how, "He was nine years old when he became king.

He had a team of advisors.

He made changes to Egyptian society, including going back to polytheism." So yes, I can give myself a tick.

Have I written a compound and a complex sentence? I did, We had a complex sentence here, "As heir to the throne." We had another complex sentence here when we used, " because he was so young." we had a simple sentence as well, and then our final sentence was compound, so I can give myself a tick.

And then have I used at least two fronted adverbials? I've actually only used one, "Interestingly," so I'm not going to be able to give myself a tick just yet 'cause we needed at least two.

But if I were to carry on writing, I would be making sure to think about including another fronted adverbial.

Okay, it's time for Task B.

Now it is your turn to write.

First, you'll need to write and underline your subheading.

Then, you'll need to indent the first sentence, so leave a space from the margin before your first word.

You'll need to use your success criteria and your plan to help you structure your section.

So if you're not sure what to write next, have a look at your plan and your success criteria, they should help you work out what you need to include next.

So pause the video now, and off you go writing this paragraph all about King Tut's life, off you go.

Okay, welcome back, everybody, well done for working so hard! You'll need to now read your writing back to check for sense and for any errors.

It's okay if make some mistakes, that's not a problem, that's why we check back through our work.

Then, you'll need to tick the success criteria as you find an example of each point from your success criteria.

I'm gonna show you how we've done this in this example.

"What was King Tut's life like? When his father died, Tutankhamun became Pharaoh of Ancient Egypt.

He came into power when he was only nine years old and he was known then as the 'Boy King.

' King Tut had a team of advisors to help him make decisions.

When he was king, he made some significant changes to Egyptian society.

Interestingly, he changed their religious belief back to polytheism so they believed in many gods again.

Additionally, King Tut changed his name from Tutankhaten because he wanted to distance himself from his late father, King Akhenaten." So, let's just go through the success criteria.

I have written a subheading, a question as a subheading and underlined it.

I did, "What was King Tut's life like?" So I'm going to give myself a tick.

I have written detailed facts about King Tut's life.

I said about how, "He was nine years old when he became king." He was known as the 'Boy King.

' He had a team of advisors.

He changed the religious belief back to polytheism.

He changed his name to Tutankhamun," so loads of detailed facts, I can give myself a tick.

Have I written a compound and a complex? An example of a compound sentence? "He came into power when he was only nine years old and he was then known as the 'Boy King.

'" That's a compound sentence, and then I've also got a few complex sentences, for example, "When his father died, Tutankhamun became Pharaoh of Egypt, Ancient Egypt." And there's some others there, so I'm going to give myself a tick.

I've used at least two fronted adverbial, I used, "Interestingly' and "Additionally," so I can give myself a tick.

Now you can pause the video and go back through your writing and check off your success criteria.

Pause video now, off you go.

Well done, everybody, you have all worked so hard today.

Here is a summary of everything we've learned.

A section of a report contains specific facts for the reader to learn more about the subject.

A subheading introduces a section of a text.

Using simple, compound, and complex sentences improves text flow for the reader, and fronted adverbials ensure the reader stays engaged when reading the section.

Well done, everybody for working so hard today, great job!.